Socio-Emotional Learning Implementation and Student Engagement Among Public Secondary Schools

Abstract

The study examined the relationship between Socio-Emotional Learning (SEL) implementation and student engagement among public secondary schools in Braulio E. Dujali, Davao del Norte. Specifically, it determined the extent of SEL implementation in terms of self-awareness, relationship skills, and responsible decision-making; assessed the level of student engagement in terms of cognitive, emotional, and behavioral engagement; tested the relationship between the variables; and identified which SEL domains significantly influenced student engagement. The study employed a descriptive-correlational quantitative design using a researcher-adapted survey questionnaire administered to 86 teacher-respondents selected through stratified random sampling. The sample size was justified using G*Power analysis for multiple regression, with 30 teachers from a neighboring district used for pilot testing. Data were analyzed using mean, standard deviation, Pearson product-moment correlation, and multiple linear regression. The research instrument demonstrated acceptable internal consistency, with an overall Cronbach's alpha coefficient of 0.734, indicating that the questionnaire was sufficiently reliable for measuring the constructs included in the study. Findings showed that SEL implementation and student engagement were both moderately extensive. The relationship between SEL implementation and student engagement was significant and positive. Regression results indicated that relationship skills and responsible decision-making were significant predictors, with responsible decision-making showing the strongest influence. The study recommends stronger SEL practices across subjects.